PBL与LBL教学模式在预防医学本科教学中的比较研究  

Comparative Study of PBL and LBL Teaching Mode in the Undergraduate Teaching of Preventive Medicine

作　　者：李文坚[1] 陈听娣[1] 黄泽宇[1] 吉英[1] LI Wenjian;CHEN Tingdi;HUANG Zeyu;JI Ying(Department of Science and Education,Changzhou Third People's Hospital,Changzhou,Jiangsu Province,213001 China)

机构地区：[1]常州市第三人民医院科教科,江苏常州213001

出　　处：《中国卫生产业》2021年第4期153-156,共4页China Health Industry

摘　　要：目的比较问题型学习(PBL)教学模式与授课型学习(LBL)教学模式对预防医学本科学生学习成绩的影响。方法将2018年2月—2019年7月在常州市第三人民医院实习的69名南京医科大学预防专业四年级学生纳入研究,按班级分为两组。LBL组35名学生,采用传统的LBL教学模式,PBL组34名学生采用PBL教学模式,在课程结束时,对两组学生的统考成绩进行比较。结果PBL组的平均得分为(82.3±7.5)分,而LBL组的平均得分为(77.2±9.0)分,差异有统计学意义(P<0.05)。结论PBL教学模式对预防医学本科学生学业成绩的影响优于LBL教学模式。Objective To compare the effects of problem-based learning(PBL)teaching mode and lecture-based learning(LBL)teaching mode on the academic performance of preventive medicine undergraduates.Methods Sixty-nine fourth-year preventive students from Nanjing Medical University who practied in the Third People's Hospital of Changzhou from February 2018 to July 2019 were enrolled in the study.They were divided into two groups by class,35 students in the LBL group adopted the traditional LBL teaching model,35 pradiced in the PBL group adopted the PBL teaching mode,and at the end of the course,comparing the scores of the two groups of students in the unified examination.Results The average score of the PBL group was(82.3±7.5)points,while the average score of the LBL group was(77.2±9.0)points,the difference was statistically significant(P<0.05).Conclusion The influence of PBL teaching mode on the academic performance of preventive medicine undergraduates is better than that of LBL teaching mode.

关 键 词：问题型学习 授课型学习 预防医学 本科教学 成绩 

分 类 号：R19[医药卫生—卫生事业管理]